Problem-based Learning (PBL) is considered one of the instructional models of learning with many pedagogical advantages that can bridge the current traditional learning systems’ gaps. It is a method of learning in which the students start with a problem rather than the input provided by the teacher. The current study set out to investigate the major underlying factors of PBL from the Iranian English for Academic Purposes (EAP) students’ point of view. It also aimed at identifying their attitudes toward the different elements of PBL. The data were collected through a validated and piloted questionnaire based on Likert scale (Cronbach’s Alpha of 0.73) from among 379 Iranian EAP university students (196 male and 183 female) from soft and hard science fields of studies. The results of Exploratory Factor Analysis (EAP) showed that the students considered four different factors, namely (1) Project-Based Learning, (2) Collaborative Learning, (3) Use of Technology in Learning, and (4) Autonomous Learning. Moreover, the results of descriptive statistics also indicated that the Iranian students had a generally positive attitude toward PBL and believed that it would assist them in the process of language learning. Our findings can hold important implications for EFL teachers and materials developers and remind them to consider the students’ socio-cultural background and previous educational experiences and accordingly plan an apt curriculum based on the students’ needs and preferences.